In recent years, with the reform and development of education, educational supervision and honesty education, as effective means of modern educational scientific management, have attracted more and more attention and been widely used in educational management practice. However, in this "craze", a noteworthy problem is that some people equate educational supervision with educational evaluation and confuse the two. There are many close internal relations between supervision and evaluation, but there are obvious differences between them in a strict sense. They are two concepts with different meanings in the educational management system, which cannot be equated and replaced with each other. This paper boldly discusses the relationship between educational supervision and educational evaluation from three aspects: concept, connection and difference.
(1) To understand the relationship between educational supervision and educational evaluation, we must first make clear what is educational supervision and what is educational evaluation.
What is educational supervision? Educational supervision is an activity in which supervision institutions and supervisors supervise, inspect, evaluate and guide the educational work of lower-level people's governments, lower-level educational administrative departments and schools according to the authorization of the people's governments at the same level or higher levels, the relevant national educational policies, regulations and educational objectives, and certain principles, procedures and methods, and feed back information to the people's governments at the same level or higher levels to provide educational decision-making basis.
What is educational evaluation? Educational evaluation is an activity process of making value judgments on the effects of various educational activities, the completion of educational tasks, the realization of educational goals, and the quality and development level of students by using all scientific and feasible methods and means according to the educational nature, educational principles and policies of a certain society. From the manifestation of educational supervision and evaluation, there are both internal relations and obvious differences between them.
(2) First of all, both of them belong to the category of educational management, and they are both management activities in which the subject acts on the object. Educational supervision is a relatively independent and complete system in modern educational management system, and educational evaluation is an important part of it. It is not only one of the tasks, but also an important means of educational supervision. The process of implementing educational supervision activities itself contains evaluation factors. In order to enhance the scientificity and authority of educational supervision and improve its reliability and validity, evaluation is necessary. In this sense, evaluation is a means of supervision, and supervision is based on evaluation. Both of them act on the object, which is the behavior embodiment of the subject acting on the object.
Secondly, the basic basis of their implementation is the same, and the value orientation is the same. Like any kind of educational management activities, educational supervision and evaluation needs clear implementation basis and correct values as guidance. On the one hand, the basic basis of their implementation is the national educational guidelines, policies and regulations, and their ultimate goal is the same, that is, "to ensure the implementation of the national educational guidelines, policies and regulations and the realization of educational goals." On the other hand, their consistent value orientation is reflected in the specific standards of supervision or evaluation determined on a common basis. In other words, it is necessary to concretize the country's educational principles, policies, laws and regulations, as well as the determined educational goals, and turn them into corresponding and stable reference systems as specific standards for supervision or evaluation. So their values are the same. Third, the basic principles and requirements for its implementation are the same.
On the one hand, supervision should complete the task of "guidance" and evaluation should complete the task of "evaluation", and both "guidance" and "evaluation" should have sufficient and reliable basis. The basic principles of the two are consistent in the scope, objects, ways and means of collecting information. On the other hand, supervision should give full play to the supervisory function of guidance and evaluation should give full play to the discriminating function through evaluation. Guidance and evaluation must have high reliability and validity requirements, must follow the basic principles of objectivity and accuracy, reflect the situation fairly, objectively and realistically, and put forward opinions that can be used as the basis for macro-decision-making and regulation.
(3) The obvious differences between educational supervision and educational evaluation are mainly reflected in the following aspects: First, they are different in nature.
Educational supervision has the nature of supervision, and its essence lies in supervising law enforcement; However, educational evaluation has the nature of recognition, and its essence lies in value judgment. There is an administrative restriction between the subject and the object of supervision, and the process of supervision is the supervision of law enforcement.
Cheng. However, in some educational evaluations other than educational supervision and evaluation, there is no relationship between the subject and the object of evaluation, so it does not have the characteristics of administrative supervision.
Secondly, their implementers are different. Educational supervision emphasizes objectivity and authority, and its implementation subject must and can only be educational supervision institutions and supervisors. However, educational evaluation is more targeted and relevant, and the subject of its implementation is uncertain, often non-supervisory institutions and non-supervisory personnel, and its scope is much wider.
Third, the means of implementation are different.
The implementation means of educational supervision is mainly comparative analysis, that is, the national educational policies, policies, regulations and educational objectives are compared and analyzed with the history and present situation of the work of the supervised object, and the implementation process of educational policies and the realization degree of educational objectives are judged and recognized. The means of education evaluation are mainly evaluation and appraisal, which is based on the evaluation index and grade standard determined by the national education policy, policies, regulations and educational objectives, to make quantitative and qualitative evaluation and evaluation of the process and results of the evaluation object's work, and to make a value appraisal of its running level and educational effect. Compared with the two, educational supervision often focuses on qualitative analysis, with strong authority and monitoring, and high validity; However, educational evaluation often focuses on quantitative analysis, which is technical, scientific and reliable. In addition, their functions are different.
The functions of educational evaluation mainly include evaluation, evaluation, appraisal, guidance, encouragement and improvement, among which evaluation, evaluation and appraisal are dominant functions and the rest are hidden functions. The effectiveness of these evaluation functions can only be reflected after the evaluation object agrees with or accepts the evaluation conclusion. The functions of educational supervision include supervision, adjustment, consultation, help and guidance. These functions are dominant and their effectiveness can be directly reflected in the process of supervision.
(4) With the continuous improvement of educational supervision institutions and the development of supervision and inspection work, the process of educational supervision and evaluation has been greatly accelerated. Educators and educational administrative departments are increasingly aware of the role of educational supervision and evaluation in work practice, and often combine them to make them mutually integrated, interdependent and mutually promoting. Work practice tells us that educational evaluation is a powerful means of educational supervision.
We know that education supervision is an important means to strengthen the supervision of education law enforcement, strengthen the macro-management of education by the government and realize the scientific management of education. Its task is to ensure the realization of the national educational policy and objectives, and educational evaluation is an effective means to achieve this goal. Educational supervision should use the concept of educational evaluation, rely on the techniques and methods of educational evaluation, carry out inspection and guidance on the basis of collecting, summarizing and processing information, and make the inspection and guidance go deeper and deeper through educational evaluation, so as to make the educational supervision work orderly. In the process of educational supervision, educational evaluation is an indispensable link and the core of educational supervision. Only with the support and help of evaluation can the scientific and authoritative supervision work be further improved.
Educational supervision also promotes the development of educational evaluation. As we all know, education evaluation is an important means of modern education management, which is widely used in various educational activities. Its implementation subject is not fixed, and it is suitable for all those who participate in educational evaluation. Education supervision is carried out by specialized supervision institutions and supervisors, who give feedback to relevant government departments and leaders in time, which provides reliable basis for leading departments to understand the education situation, evaluate the level and efficiency of education and schools, and also provide reliable basis for educational decision-making. At the same time, in the process of supervision, according to the actual work of educational administrative departments and schools, the original standards, methods and procedures of educational evaluation are constantly adjusted to make educational evaluation more purposeful, scientific, normative and authoritative and play a greater role.
Therefore, although education supervision and education evaluation belong to the category of modern education management, they are not the same thing. We are all/We all
Understanding their meanings, distinguishing their similarities and differences, and mastering their characteristics will help to correctly use their effective means and scientific methods, and make their activities institutionalized and standardized. The connection and difference between educational supervision and educational evaluation also shows that in work practice, we should not simply equate them, but organically combine them and complement each other. Only in this way can we give full play to the functions of educational supervision and evaluation, improve the reliability and validity of their activities, be more scientific and authoritative, and make educational management leap to a new level.